Enhancing Chinese EFL University Students’ self-regulated learning through AI chatbot intervention: Insights from achievement goal theory

IF 4.4 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-09-15 DOI:10.1016/j.lmot.2025.102191

Juan Gu , Quanyong Liu

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引用次数: 0

Abstract

This study explores the impact of AI chatbot-supported instruction on university students’ self-regulated learning (SRL) behaviors in English as a Foreign Language (EFL) contexts through the lens of Achievement Goal Theory (AGT). Adopting a mixed-methods quasi-experimental design with both quantitative (ANCOVA) and qualitative (thematic analysis) components, the research involved 62 first-year students from a Chinese university, with one group receiving teacher-guided chatbot intervention and the other engaging in regular instruction. Quantitative results revealed significant improvements in goal setting, task strategies, and time management among students in the experimental group, while showing minimal or negative change in environment structuring, help seeking, and self-evaluation. Thematic analysis of post-intervention interviews indicated that students perceived the chatbot as enhancing planning efficiency and task engagement, though concerns of over-reliance and reduced reflection emerged. Interpreted through AGT, the study contributes to theoretical understandings of motivation in AI-assisted education and offers practical insights for designing pedagogically guided chatbot interventions in EFL learning environments.

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AI聊天机器人干预促进中国大学生英语自主学习：来自成就目标理论的启示

本研究通过成就目标理论（AGT）的视角，探讨了人工智能聊天机器人支持下的教学对大学生英语自我调节学习行为的影响。采用定量（ANCOVA）和定性（主题分析）相结合的混合方法准实验设计，该研究涉及来自中国一所大学的62名一年级学生，其中一组接受教师引导的聊天机器人干预，另一组接受常规教学。定量结果显示实验组学生在目标设定、任务策略和时间管理方面有显著改善，而在环境结构、寻求帮助和自我评价方面则表现出微小或消极的变化。干预后访谈的专题分析表明，学生认为聊天机器人提高了计划效率和任务参与度，尽管出现了过度依赖和反思减少的担忧。通过AGT的解释，该研究有助于对人工智能辅助教育动机的理论理解，并为在英语学习环境中设计教学指导的聊天机器人干预提供实践见解。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.